随着机器翻译译后编辑成为语言服务行业的重要环节,译后编辑人才培养成为翻译研究的重要话题。国外译后编辑教学研究起步较早,国内研究几乎处于空白。该研究在借鉴国外高校课程设置的基础上,以冯全功构建的译后编辑能力三维模型为指导,基于教学实践探究译后编辑教学对提高译后编辑能力的现实意义。文章以上海市某应用型高校的翻译技术授课学生为研究对象,通过问卷调查和访谈发现:(1)机器翻译译后编辑的发展潜力大、前景好,有必要开设独立的课程进行深入学习;(2)教学后,学生的译后编辑能力整体掌握情况良好,但各个维度的表现不均衡,呈现出“知识能力强、认知能力弱、技术能力缺”的特点;(3)认知维度能力对提高译后编辑能力的影响最大。文章以此为依据对译后编辑教学从教学内容、教学方法、教学形式等方面提出建议,以期取得更好的教学成效。

With machine translation post-editing becoming an important link in the language service industry, the cultivation of post-editing talents has become an important topic in translation studies. Research on the post-editing teaching started earlier in foreign countries, while domestic research is almost in a gap. Based on the curricular in foreign universities and guided by the three-dimensional model of post-editing competence constructed by Feng Quangong, this study explores the practical significance of post-editing teaching on improving post-editing competence with teaching practice. This study conducts questionnaire survey and interviews on students of translation technology course in an applied university in Shanghai. The results show that: (1) Machine translation post-editing has great development potential and prospects, so it is necessary to set up an independent course for in-depth learning; (2) After teaching, the students’ overall mastery of post-editing competence is good, but the performance of various dimensions is uneven, showing the characteristics of “strong knowledge competence, weak cognitive competence, and lack of technical competence”; (3) Cognition has the greatest influence on improving post-editing competence. This paper, taking the above as the basis, puts forward suggestions on the teaching from the aspects of content, methods and mode in order to achieve better teaching results.